Reflective_Practice_of_Communication_Skills

3.2 : Reflect on the practical application of effective communication skills in your own teaching I need to communicate two key messages each lesson, one is the theory planned to support that weeks’ theme and the other is to explain what the learners need to do during the practical - then I need to support them whilst they follow those instructions My main means of communication are: non-verbally by flipcharts, handouts and recipes; visually through demonstrations; and verbally, through discussion, explanation, Q and A. LAIRD stated in his sensory stimulation theory ‘that the vast majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%)’ (www.brookes.ac.uk) Communication is quite a complex issue. Shannon and Weaver’s theory of communication which is based on the transmitting and receiving messages, allows for noise to interfere with the process. ‘At any stage of this process things may go wrong, making the communication less effective. For instance, the sender may not express what s/he wants to say clearly; ..or the receiver may not understand the words the sender is using. To be effective, teachers have to try to minimise these barriers to communication’ (www.cehjournal.org). If my communication is 100% effective, then my learners will successfully complete the practical tasks as planned and take in all the information supplied to them, but this is not always so. What interferes with my transmissions and results in the learners receiving the incorrect information' I need to examine why, in order to improve in future lessons. I have tended to assume that, because I know what I want them to do or know how to do an activity, then they should also. This has been a steep learning curve and my poor communication as been immediately evident when the learners failed to do the intended activity correctly. Have I been using the correct language level or just given too little clear info'’ Discussing posture, Reece and Walker (2007, p.377) say that ‘someone who stands and is constantly moving about is unsettled’. I disagree. I do stand up and walk about as I need to hand out and show things. On the one occasion when I did sit down I felt that I was not projecting the correct message and was not in control. The room layout is dictated by the fixed units so I try to encourage all the learners to gather together for the opening discussion, so that I can see all their faces and I can make eye contact with all, to ensure inclusion. Some try to remain at their workstation to maintain distance and physical barrier, some ‘hide’ but they will participate when I address them by name !. Subconscious body language is equally important - both that communicated from the tutor and that feedback form the learners: ‘If teachers really attend to the body language of their students they will know when they are bored or confused. From the body language of their teachers students pick up whether they are confident and enthusiastic We have all heard the saying: 'What I hear, I forget; what I see, I remember; what I do, I know'.( www.cehjournal.org) I am aware that the speed at which I speak needs to be appropriate to those receiving the information. In the past, I have spoken too fast for all my learners to assimilate the instructions, I have learnt to reduce my pace and allow time to ensure they understand. For the discussion to be effective, I have found Blooms Taxonomy an invaluable tool to apply when asking questions, so that the whole class can understand. I do also use my arms to convey information and mime clues to questions thus drawing all into participating. I know that the learners are capable of reading recipes however many learners have had problems following them. The problems could arise by the learners not reading the recipes thoroughly before starting or misinterpreting them. Possibly I have not written them in sufficient detail as required at this level or I have missed out simple steps that are obvious to me. Whatever the reason, many learners have had to raise questions in order to follow the instructions. I am now re writing the recipes to contain more detailed information I feedback to my learners with lots praise providing positive reinforcement to boost their motivation. ‘Skinner believed that behaviour is a function of its consequences. The learner will repeat the desired behaviour if positive reinforcement (a pleasant consequence) follows the behaviour.’ (www.brookes.ac.uk) Through ipsative assessment I have been making improvements to the way I communicate. If problems have arisen, I examine if the messages were not given clearly enough or if I was trying to give them too much information, in which case I should aim for less content but improved quality. Word count 788 Referencing and bibliography Books Minton, D. (2002) Teaching Skills in Further and Adult Education (2nd eds.) London, Thomas Learning Reece, I. and Walker, S. (2000) Teaching Training and Learning A Practical Guide (4th eds). Tyne and Wear, Business Education Publishers Limited Wallace, S. ( 2007 ) Teaching, Tutoring and Training in the Lifelong Learning Sector. (3rd Eds.) Exeter, Learning Matters Ltd. Websites accessed 11.03.2010 http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html http://www.cehjournal.org/0953-6833/13/jceh_13_35_044.html http://www.change.freeuk.com/learning/howteach/brief2.html